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Unobtrusive measurement methodologies are critical to implementing intelligent tutoring systems (ITS) for teams. Such methodologies allow for continuous measurement of team states and processes while avoiding disruption of mission or training performance, and do not rely on post hoc feedback (including for the aggregation of data into measures or to develop insights from these real-time metrics). This chapter summarizes advances in unobtrusive measurement developed within Army research programs to illustrate the variety and potential that unobtrusive measurement approaches can provide for building ITS for teams. Challenges regarding the real-time aggregation of data and applications to current and future ITS for teams are also discussed.

The purpose of this paper is to develop a conceptual model that explains how learning processes at the team level connect with individual and organizational levels of learning in technology-based ventures, thereby influencing the evolution of innovation capabilities in the entrepreneurial process.

The 4I organizational learning framework is used as an overarching theoretical structure to acknowledge entrepreneurial learning as a dynamic process that operate on multiple levels in technology-based ventures. Embedded in this logic, research on team learning is integrated into this theorizing to examine how learning processes at the team level bridge and connect with learning processes operating at individual and organizational levels.

The conceptual model identifies different sets of team learning processes critical for the routinization and evolution of innovation capabilities in technology-based ventures. In this respect, the conceptual model advances the scholarly understanding of entrepreneurial learning as a dynamic process operating across multiple levels in technology-based ventures.

By conceptualizing how individual streams of experiences over time become institutionalized via interaction, conversation and dialogue, the paper provides novel insights into the critical role of team learning for bridging individual and organizational levels of learning in the entrepreneurial learning process.

The authors examined team-learning processes in short-term student project teams operating in an intensive design competition at a public university. The purpose of this paper is to explore the critical facilitators, inhibitors and processes for fostering students' creativity within interdisciplinary design teams in higher education.

The authors used a qualitative design to explore facilitators, inhibitors and critical processes in interdisciplinary student project teams. They conducted focus group interviews with three winning interdisciplinary teams that participated in a three-day design competition and used a constant comparison to analyze the data.

The authors identified themes that contributed to creativity at the individual level, the team level and the resource level. The key findings included 12 critical team process phases to achieve one common goal.

The findings of the study yielded to a holistic model of interdisciplinary team development for creativity. Implications for educators and practitioners and suggestions for researchers to expand the interdisciplinary team process model were discussed to facilitate interdisciplinary team creativity in higher education.

Describes a methodology to monitor and maintain team wellness, focused on critical team processes to sustain teams after launching. The approach includes a structured assessment tool to measure team member perceptions of critical team processes, selection and implementation of improvement initiatives guided by graphical portrayal of assessment results, and re‐assessment of team processes to measure impact of initiatives. Illustrates this approach and associated assessment and portrayal tools through an application with two work teams in a telecommunications company. This approach provides a structured method for monitoring team wellness, or health, which can complement business results‐focused measures of a team’s performance.

Effective cost performance is a crucial criterion measuring successful project management in public-housing projects. This paper aims to analyse the vital underlying factors surrounding the successful cost management process (CMP) outcomes in public housing projects (PHPs).

The research was conducted in three stages. The first stage consisted of a detailed literature review to document success factors affecting cost performances and management. In stage two, brainstorming sessions were undertaken with construction experts knowledgeable in cost management practices and have been involved in PHPs. These sessions were used to refine those success factors for the PHPs settings and define their criticality with respect to the CMP stages using interpretive ranking process. In stage three, focus group sessions were performed to validate the interrelationships of the contextualised critical success factors.

The top three most critical factors for successful implementation and outcomes at all CMP stages in PHPs settings were found to relate to competencies, team qualities and collaborative practices of the project team. Early contractor involvement and effective construction planning and management also emerged relevant to the process.

Government project departments, project managers and construction organisations (consultants and contractors) need to commit and mandate continuous development of cost management competencies for all professionals engaged in PHPs. Channels supporting team integration and collaborative practices between design and construction teams are required to increase the likelihood of successful project cost management practice and outcomes in PHPs.

The research has developed a factor-process relationship model that can be used to improve and evaluate the efficacy of CMP implementation in PHP settings.

Drawing on the political theory of leadership and the input‐process‐output model the purpose of this paper is to examine the link between leader political skill and team performance by focusing on the mediating role of team communication and the moderating role of team task interdependence.

The authors collected three waves of data from 80 teams across four business units and employed hierarchical regression modeling and the moderated path analysis approach suggested by Edwards and Lambert to test the moderated mediation model.

Leader political skill was found to positively influence team performance via promoting the quality of team communication. Moreover, team task interdependence moderates the relationship between leader political skill and team communication, such that the relationship is stronger when team task interdependence is high rather than low.

First, the paper adopts the measuring scales developed in the western organizational context to investigate the relations and phenomena existing in the Chinese organizational context. Future research should adopt the indigenous measuring scales to investigate the relations and phenomena existing in the Chinese organizational context. Second, both political skill and team performance were reported by the team leader, which might lead to common source bias. Future research should allow team members to rate leaders' political skill and the team leaders' supervisors to provide evaluation of team performance.

Owing to its importance to team performance, political skill is one of the critical skills that leaders should make efforts to develop. When companies recruit leaders for work teams, they should put more attention on the political skills of the candidates. Moreover, companies should cultivate a cooperative team climate to facilitate team communication.

Although Ahearn et al. suggested that leader political skill has positive effect on team performance, they did not empirically examine the specific process and mechanism through which the positive effect occurs. This study argues team communication is a critical mechanism that bridges leader political skill and team operations and outcomes as well. The study adopts longitudinal research design and collects multi‐source data to test the authors' model. The study also complements past research by investigating both the mediating and moderating mechanisms in the leader political‐team performance linkage.

Team cohesion and other team processes are inherently dynamic mechanisms that contribute to team effectiveness. Unfortunately, extant research has typically treated team cohesion and other processes as static, and failed to capture how these processes change over time and the implications of these changes. In this chapter, we discuss the characteristics of team process dynamics and highlight the importance of temporal considerations when measuring team cohesion. We introduce innovative research methods that can be applied to assess and monitor team cohesion and other process dynamics. Finally, we discuss future directions for the research and practical applications of these new methods to enhance our understanding of the dynamics of team cohesion and other processes.

Value‐based management focuses the efforts of individuals and managers on the creation of value. Starts with an analysis of the literature on general management and materials management and then extends that analysis to the concept of the value system. Identifies particular management variables which are key to efforts in creating value, e.g. organization structure and hierarchy, centralization, information systems, external relationships, job responsibilities and formalization, performance measurement system, and education and training. Groups these into two broad areas: organization design; and human resource management practices. Collectively these variables form the framework for value‐based management. Describes the nature of these variables in both a traditional, function‐based organization and the more contemporary value‐based organization. Applies the value‐based framework to procurement, identifying those actions needed by managers in the transition of the efforts of procurement individuals towards the creation of value.

The intent of this work is to state the implied assumptions that define the setting for using a Lean Six Sigma (LSS) business strategy to conduct successful improvement projects.

The execution of define, measure, analyze, improve, and control (DMAIC) phases utilizes philosophies, principles, concepts, success factors, and so forth for successful project completion. These traditional concepts form implied setting assumptions for conducting a successful project.

To establish the desired setting, it is necessary to state organizational performance modeling assumptions required for the use of many tools. Since Lean Six Sigma requires a unique organizational support structure, these assumptions must be added for completeness. Using the 15 collective assumptions is shown to provide benefits in four areas: training clarity, project assessment, leadership support, and theory foundation.

Any list of assumptions is likely incomplete since project application settings are varied and some tools may have unique requirements.

The most useful of the four benefits for practitioners is establishing a familiar framework for communicating with leadership. Management is trained to evaluate assumptions for any new business strategy such as an LSS process improvement initiative. A thoughtful leader will expect to evaluate LSS assumptions for a proposed project. Stating these implied assumptions will meet those expectations.

Most of the stated assumptions exist in some implied form in the Lean Six Sigma literature. However, the familiar term “assumption” is not typically used in presenting Lean Six Sigma methodology. Using this traditional framework is shown to produce multiple benefits for learners and users.

Team cognition research continues to evolve as the need for understanding and improving complex problem solving itself grows. Complex problem solving requires members to engage in a number of complicated collaborative processes to generate solutions. This chapter illustrates how the Macrocognition in Teams model, developed to guide research on these processes, can be utilized to propose how intelligent tutoring systems (ITSs) could be developed to train collaborative problem solving. Metacognitive prompting, based upon macrocognitive processes, was offered as an intervention to scaffold learning these complex processes. Our objective is to provide a theoretically grounded approach for linking intelligent tutoring research and development with team cognition. In this way, team members are more likely to learn how to identify and integrate relevant knowledge, as well as plan, monitor, and reflect on their problem-solving performance as it evolves. We argue that ITSs that utilize metacognitive prompting that promotes team planning during the preparation stage, team knowledge building during the execution stage, and team reflexivity and team knowledge sharing interventions during the reflection stage can improve collaborative problem solving.